The paper presents a critical and deconstructive reading of the multiplication of diagnoses in the school context. The reflection, articulated in three conceptual passages, will show how the absence of a look at the material and contextual dimensions of the school dispositif contributes to the creation of the mechanism underlying the processes of normalisation and the consequent production of rejection and deviance at school. The article offers a critical reflection on this mechanism and concludes by suggesting a change of perspective capable of questioning and framing the phenomenon from a new and different pedagogical perspective.
Berni, V. (2025). Disruptive Subjects. The Use of Diagnosis as an Effect of the Lack of Pedagogical Analysis on the School Dispositif. In Scuola democratica (Ed.) (2025). Proceedings of the Third International Conference of the journal Scuola democratica. Education and/for Social Justice. Vol. 2: Cultures, Practices, and Change. Associazione Per Scuola Democratica (pp. 403-407). Scuola Democratica.
Disruptive Subjects. The Use of Diagnosis as an Effect of the Lack of Pedagogical Analysis on the School Dispositif
Berni, V
2025
Abstract
The paper presents a critical and deconstructive reading of the multiplication of diagnoses in the school context. The reflection, articulated in three conceptual passages, will show how the absence of a look at the material and contextual dimensions of the school dispositif contributes to the creation of the mechanism underlying the processes of normalisation and the consequent production of rejection and deviance at school. The article offers a critical reflection on this mechanism and concludes by suggesting a change of perspective capable of questioning and framing the phenomenon from a new and different pedagogical perspective.
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